Exams: 2013 Studio Art 3-D Design: Quality Samples

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3-D Design

The student works displayed on this page are reproductions of actual works submitted by students in June 2013.

All of the samples here were chosen because they clearly represent different points on the scoring scale. In the course of the AP evaluation, each section of the portfolio is scored on a six-point scale. Once the evaluation is complete, the various scores assigned to each student's portfolio are combined and transformed into the final AP grade of 1-5.

Note: With the exception of a small number of spelling corrections and clarifications (in brackets), all information in the commentaries is transcribed exactly as the students wrote it.

Media and dimensions for the works shown are based on information provided by each student. In some cases minor revisions have been made for clarity.

Each group of works is accompanied by a brief rationale for the scores awarded to the works. We greatly appreciate the generosity of the students who have agreed to share their works in this way.

Click an image to view a larger version.

3-D Design Sample 1: Tim Archer, St. George's School, Middleton, R.I.

AP Portfolio Score: 5

Quality Section

Score: 6

Rationale for Score

  • The choices in the quality section express well-informed decision making in the application of 3-D design principles in each work.
  • The work clearly displays inventive and imaginative use of material. The activation of physical space is also carefully considered in all works.
  • Consistently excellent craftsmanship and technical confidence allows the student to experiment and take risks in the works.
  • The work engages the viewer and expresses the student’s voice.

3-D Design Sample 2: Halie Schouten, Greater Atlanta Christian School, Norcross, Ga.

AP Portfolio Score: 5

Quality Section

Score 5

Rationale for Score

  • The carefully chosen work for the quality section exhibits a strong student voice and demonstrates technical confidence throughout.
  • The work shows successful manipulation of the 3-D design principles, particularly—repetition, unity, variety, and contrast. The carved shapes and the application of paint in image 2 exhibit a playful confidence that engages the viewer.
  • In image 3, the use of creative mounting and the addition of the gold leaf chrysalis push the work beyond the traditional casting challenge. This evocative treatment is surprising and engages the viewer.
  • There may be varying levels of viewer engagement, but overall the work exhibits strong qualities.

3-D Design Sample 3: Valeria Gomez, De Queen High School, De Queen. Ark.

AP Portfolio Score: 4

Quality Section

Score: 4

Rationale for Score

  • There is a variety of intent and purpose, and overall the work is good.
  • There is a good application of 3-D principles using a range of materials and processes. Images 2, 4, 5, and 7 exhibit repetition, unity, variety, contrast, proportion, and use of occupied and unoccupied space.
  • A student voice is apparent in some of the work.
  • There are uneven levels of accomplishment. Images 1 and 3 include potentially engaging materials but lack compositional structure and evidence of decision making.
  • The wide variety of materials shows good technical competence, although there are elements in the work (images 2, 7, and 8) that could be refined.

3-D Design Sample 4: Melanie Wentz, Viewpoint School, Calabasas, Calif.

AP Portfolio Score: 3

Quality Section

Score: 3

Rationale for Score

  • Images 4 and 5 are evocative and demonstrate the student's voice. However, technical competency is limited, particularly in image 4.
  • The student attempts innovation in the use of found objects in image 3, but overall craftsmanship is questionable.
  • The activation of the physical space in image 1 is limited and demonstrates a narrow level of accomplishment.
  • The overall work in the Quality section demonstrates a moderate understanding of 3-D design principles and exhibits an emerging level of accomplishment.